An Investigation into Teachers’ Views toward Using the Student-Centered Approach in Teaching English Language

Manal Almabrouk Shalandi

Faculty of Languages, Surman Sabratha University

Manal.shalandi@sabu.edu.ly

ORCID: https://orcid.org/0009-0006-2747-8786

Abstract

This study explores English language teachers’ views toward using the student-centered approach in teaching English. Traditional teaching generally involves limited student participation, with learners often expected to receive knowledge rather than actively question or evaluate it. In recent years, educational reforms have encouraged the adoption of student-centered learning (SCL), which places learners at the center of the educational process. This qualitative study explores the views of eight English language teachers at the Faculty of Languages, Surman Sabratha University, through individual semi-structured, in-depth interviews. The findings indicate that teachers view SCL positively, believing that it encourages students to participate actively in learning, develops a stronger sense of responsibility, increases learner autonomy, and supports learning through meaningful experiences. Despite these advantages, teachers identified several challenges that limit the effective implementation of the approach in classrooms, including large class sizes, limited time, curriculum and examination pressures, insufficient training and teaching resources, and institutional and cultural constraints.

Keywords: Student-centered approach, learner autonomy, English language teachers.